1. Korrie Blanchard Smith
&
Andrew Rowell

2. Mini Case Study: Rocky Balboa
in Rocky II

3. Career interventions Program
for Student Athletes
 Rocky’s case is a severe one!
 Student athlete’s deal with a number of issues for their careers
 Difficulty accepting that there may not be a career in their
sport after college due to
○ Increased level of competition,
○ health concerns
○ not viable for having a family, etc.
 Moving on after their athletic career’s are over
○ Missing camaraderie
○ Missing competitive atmosphere
○ No getting as much attention
SOLUTION!
We plan to integrate a more in depth and holistic approach
of career counseling theory into their existing academic
support program: USC 104

4. Research and Plan of Action
Research showing that self efficacy is high
among athletes (Cunningham & Singer, Moran-Miller &
Flores)
Applying SCCT to have our students
reevaluate past career choices that have
since been eliminated

5. Research and Plan of Action
Hansen’s Integrative Life Planning Tasks:
Task 1: Finding work that needs doing in changing
global contexts
Task 2: Weaving our lives into meaningful whole
Task 3: Connection family and work
Task 4: Valuing pluralisms and inclusivity
Task 5: Managing personal transitions and
organizational change
Task 6: Exploring spirituality and life purpose

6. Plan of Attack
• Collaboration with ASPSA- Academic Support
Program for Student Athletes
• http://aspsa.dasa.ncsu.edu/home
• USC 104: USC 104 provides student-athletes with the
skills necessary to promote informed decision making
in choosing an appropriate major and exploring
possible careers. Additional areas of career
development, academic success, and personal
development will also be addressed as they would
relate to the day-to-day responsibilities and
challenges that student-athletes face, as well as a
review of NCAA and NCSU continuing eligibility.

7. Schedule
• Class meets 1 day a week for 50 minutes
• Would co-teach with ASPSA staff
• Utilize Integrative Life Planning Model
(Hansen) and the Social Cognitive Career
Theory (Lent, Brown and Hackett)
• Small tasks building as the weeks
progressed

8. Example Schedule
Jan 6 Intro to Global
Perspectives
Mar 3 Career Impacts-Society
Jan 13 Hansen Pre-Test Mar
17
Career Options
Jan 27 Major Exploration Mar
24
Major Declaration
Feb 3 Minor Fair Mar
31
Success Schedule
Feb 10 Minor Fair Apr 7 Plan of Completion
Feb 17 Career Pathways Apr 14 Pathway Planning
Feb 24 Career Impacts-Family Apr 21 Presentations

9. In Class
Activity
Pre-Test given Week 2
Adaptation of
Hansen’s
Integrative Life
Planning Inventory

10. _______ I am aware of the positive and negative consequences of my vocational choices for society.
_______ I feel the various parts of my life (social, intellectual, physical, spiritual, emotional, and
career) are connected and harmonious.
_______ I regularly and consistently work to gain increased understanding of my “self” and my place
in communities and society.
_______ As a single person, I feel that I have achieved a balance among my family, learning and
leisure roles.
_______ I am aware of my own cultural identity and seek opportunities to relate with people unlike
myself in order to broaden my own worldview.
_______ I strive to value and celebrate diversity in all aspects of my life (home, school, work.)
_______ I have assessed and reflected on my own competencies as a multiculturally aware individual.
_______ I am aware of how money, consumerism and materialism fit into my life and relate to values,
satisfaction, and a sense of purpose.
_______ I have assessed my own personal career aspirations and understand the effect they may
have on society.
_______ I have developed an awareness of my own spirituality and how it affects my work, values, and
sense of meaning.

11. Discussion of
Integrative Life Planning Inventory
 What do we hope to gain from the
inventory “pre-test”?
 How could the results be utilized to
guide lessons in seminar?
 What do the scores mean to us?

12. Case Study
The NCSU Women’s soccer team (hypothetical)
Fall 2013: the Women’s soccer team is coming off of a very successful season
in which they made it to the NCAA Final Four. Their star player spent the
summer working as an alternate with the women’s national team and three
others spent time with the US youth National teams. These players and a few
others are hoping to continue their careers after college in a budding North
American professional Women’s soccer league or with the US program.
Because of the growing popularity and rising competition level within the sport,
within his team, and because of the progression of the sport and opportunities
now available outside of the college realm, nearly two thirds of Coach Santoro’s
25 girl roster are hoping to continue playing after college. While he doesn’t
want to dash their hopes or not encourage them to pursue their dreams of
playing at the next level, he feels this is getting out of hand. There is a very
finite number of post college opportunities and it simply isn’t realistic for all of
his girls to be blindly pursuing them. He wants his girls to start considering their
lives and careers outside of soccer. He is familiar with the USC 104 program
and the fact that all NCSU student athletes have gone through it. But with the
new collaboration with the Counselor Education department and it’s
implementation of the ILP philosophy, he thinks his players might benefit from
the taking the course again in its new format.

13. Activity
1. In the spirit of ILP, please discuss Hansen’s tasks #1, #2 and #5 (any one or
all).
Task # 1: “finding work that needs doing in changing global contexts”.
 Task # 2: “weaving our lives into a meaningful whole” ….
Task # 5: “managing personal transitions and organizational change”.
a) How might our student athletes approach these tasks?
b) How might these tasks help these SA’s begin thinking holistically
about their lives and their post-athletic career possibilities?
c) Also, how might some of the skills/personality traits that they’ve
gained from athletic participation factor into these tasks?

14. Discussion
 If time remains….
 How did your discussions go? What did
you come up with for Hansen’s three
tasks?
 Are there other career counseling
models that you think could be effective
in counseling student athletes? Why?

15. Q & A
 Questions about research, activities,
program ?
 Questions about ROCKY 2…..?

16. Resources
Cunningham, George B. and Singer, John N. (2010) You’ll Face
Discrimination Wherever You Go”: Student Athletes’ Intentions to Enter
the Coaching Profession. Journal of Applied Social Psychology, 40, 7,
1708-1727.
Hansen, Sunny. (2001). Integrative Life Planning: Critical Tasks for Career
Development and Changing Life Patterns. San Francisco, CA: Jossey-
Bass, A Wiley Company.
Moran-Miller, Kelli and Flores, Lisa Y. (2011) Where are the Women in
Women’s Sports? Predictors of Female Athletes’ Interest in a Coaching
Career. Research Quarterly for Exercise and Sport, 82:1, 109-117.
Niles, S. G., & Harris-Bowlsbey, J. (2012). Career development
interventions in the 21st century. (4th ed.). Upper Saddle River, NJ:
Pearson.